Plain City Music Lessons

ive in each lesson, music is so exciting! It is highly encouraged to participate in local youth orchestras and chamber music programs as well as attend concerts in the area. These events are tremendous learning opportunities!
Although I am not a "strict" teacher, I do adjust my expectations to each student and do expect each student to make progress from lesson to lesson. Within the first few months together, I can assure better posture, a more comfortable playing experience and strong technical foundations. I promise to customize a suitable lesson plan to each student in my studio to ensure they receive the best learning experience possible.

*** Studio Equipment ***
We will meet at my home and a stand, music, and writing utensils will be provided.
Students should have their own instrument and accessories, i.e. shoulder rest, at home stand, rosin, etc.

*** Specialties ***
I like to incorporate a variety of musical styles such as Eastern European and Spanish traditional dances to broaden horizons.

level at Kenyon College and Mount Vernon Nazarene University. As an educator, he has been a presenter and guest artist at Ohio University, Marshall University, the North Carolina Trombone Festival and many local high schools.

Lessons are scheduled to best fit to the student'€s schedule when possible.

Jeremy is a very patient instructor and understands that students learn at a different pace - after all everyone is an individual!

** Instruments**
Conn 62H Bass Trombone
Shires Custom Tenor Trombone
Conn 36H Alto Trombone
Jupiter Soprano Trombone
H.N. White 3-valve Baritone
Bach/Mercedes Bb Trumpet

**Teaching Equipment**
Two Manhasset Music Stands
OnStage Traveling Music Stand
Macbook Pro
Blue Snoball Microphone
Zoom iQ5
iPad 2
Various method books and sheet music

**Communication Software for Lessons**
Skype
FaceTime
Google Hangouts
VSee
Appear.in

ic with others and seeing their joy from being able play for themselves.

*** Lesson Details ***

14 years experience

2 optional recitals per year (Spring and Christmas)

Ages 4 through adult

g music. They learn to create music, to play with other musicians, and to play by ear.

Although Fox is serious about music he is able to keep lessons entertaining for students, and offers instruction in many musical genres. Many of Fox’s students have gone on to study music in college and have started successful careers in the field.

or Emeritus and world-renowned pianist George Haddad, I performed the first movement of Shostakovich's Second Piano Concerto with the chamber orchestra.

I performed different self-composed pieces at seven OSU Composers' Workshops and won the Audience Favorite Award at the Johnstone Woodwinds Composition Competition in 2012. My Senior Composition Recital was performed on October 25, 2012. It showcased several of my three-movement works: string quartet, clarinet solo, set of classical songs for piano and voice, set of pop songs for piano and voice. Interspersed with these were two solo piano pieces and a duet for piano and violin.

My background makes me a knowledgeable and effective tutor. I was valedictorian at Delaware Hayes High School in 2009 and received OSU's Maximus Scholarship based on my ACT and SAT scores.

e from the obvious enjoyment one gets out of playing beautiful music, working at a skill week after week helps children build confidence and grow in all areas of life. I coach my students to take pride in their accomplishments, to exude an air of assurance and poise when sitting at the piano, and to become self-directed learners.

MY TEACHING PHILOSOPHY:
One of the wonderful (and obvious) benefits of private instruction is that each student's unique abilities and shortcomings can be brought into clear focus and addressed. I am highly skilled at encouraging students through a careful balance of praise and constructive criticism. I make sure they are aware of (and take pride in) their strengths so that when challenging moments arise, they are motivated to do the work.

I maintain high expectations for my students, constantly reminding them that it's the quality (not the quantity) of their playing that counts. It is much more important to me that a student learns to play one piece well rather than ten pieces poorly. There is no race to the finish line. I believe in taking however much time is necessary to help a child understand a concept—we might spend the majority of a lesson on it if we have to. Learning must be done at the child's own speed. Children benefit enormously from having 100% of my attention during lessons; they will never need to try and "catch up" with other students.

METHOD:
Most method books for young students focus on teaching the child to read notes on a page, and as one can only learn to read music so fast, children are therefore stuck playing songs that keep the hands rooted on or around Middle C. There are so many problems with this method, least of all the fact that it's quite boring. A bigger issue is the lack of focus on technique and playing. Children are naturally musical--they love to sing and dance. Playing piano should be no different. Children can be taught songs using no music at all; rather, they can learn simple melodies by identifying patterns on the piano. This helps train their ear AND frees the child up to focus on technique rather than scrutinizing the notes on the page. My students get to use the entire keyboard almost right away (both black keys and white keys) rather than being crowded around Middle C.

Another issue with the Middle C position is that it creates an awkward twisting inward of the wrists, which breeds tension. The first thing students should learn is how to play with relaxed wrists, not tense ones!! This is one of the building blocks of good piano technique. Keeping kids rooted around Middle C for the first six months of their piano education does not set them up for good technique.

Now, all of this is not to say that I don't teach children to read music--I do. Absolutely! I introduce intervals and guide notes as soon as possible. I think the intervallic approach is super useful, especially when dealing with children who are coached from a young age to look for patterns. Alongside reading music, though, it is important to teach songs that are only for playing.

For beginning students, I like to use the Piano Safari method. These books offer a wonderful blend of rote pieces (for playing, not reading) and reading pieces that use the intervallic approach. These pieces are fun and engaging--some parents complain about how their children won't stop practicing them! Here is a sampling book of other books and materials I may use:

Beginning Students: Tales of a Musical Journey Books 1 + 2, Piano Safari Books 1 + 2, Carl Czerny's The Little Pianist, Bastien Piano Literature Book 1, Royal Conservatory Series Preparatory Books A & B and Book 1

Intermediate Students: Piano Safari Book 3, Bastien Piano Literature Books 2-4, Royal Conservatory Series Books 2-6

Advanced Students: Bastien Piano Literature Books 5-6, Early Advanced Classics to Moderns, Royal Conservatory Series Books 7-10